Nurse, Ph.D. Assistant Professor, Department of Nursing, Jahrom University of Medical Sciences, Jahrom, Iran. Email:
Nurse, Ph.D. Associate Professor, Department of Nursing, Shiraz University of Medical Sciences, Shiraz, Iran. Email:
Invest Educ Enferm. 2023 Feb;41(1). doi: 10.17533/udea.iee.v41n1e15.
This study evaluates the effects of mobile-based education (MBE) on nurse self-concept (NSC) among nursing students.
This embedded mixed methods study was conducted in 2020-2021 in a main quantitative phase and a supplementary qualitative phase. In the quantitative phase, a quasi-experimental study with the Solomon four-group design was conducted on 117 second-year nursing students of Shiraz University of Medical Sciences, Shiraz, Iran. 70 students in the first (C1: n=37) and the second (C2: n=33) semesters of the 2020 academic year were respectively considered as the control groups, and 40 students in the first semester of the 2021 academic year considered as the experimental groups (I1: n=20 and I2: n=20). Participants in the experimental groups received NSC-related MBE through an Android application, while their counterparts in the control groups received no NSC-related MBE. Cowin's Nurse Self-Concept Questionnaire was used to assess the NSC. In the qualitative phase, six students from the experimental groups were purposively selected and interviewed through face-to-face semi-structured interviews. Moreover, two focus group discussions were held with a six-person and a five-person group of students from the experimental groups.
While the mean scores of NSC and its dimensions did not significantly change in the C1 group, the posttest mean scores of them in the E1 group were significantly greater than the corresponding pretest values (p<0.05), expect for the care dimension (p=0.586). Moreover, except for the care dimension (p>0.05), the posttest means scores of NSC and its other dimensions in the E1 and the E2 groups were significantly greater than the C1 and the C2 groups, respectively (p<0.05). Analysis of the qualitative data resulted in the generation of the main theme of multidimensional growth and development with three main categories, namely development of coping strategies, knowing professionalization strategies, and development of managerial potentials.
NSC-related MBE is effective in improving nursing students' NSC.
本研究评估移动教育（MBE）对护理学生自我概念（NSC）的影响。
本研究为嵌入式混合方法研究，于 2020-2021 年进行，包括主要的定量阶段和补充的定性阶段。在定量阶段，对伊朗设拉子市谢拉兹医科大学的 117 名二年级护理学生进行了准实验研究，采用所罗门四组设计。2020 学年第一（C1：n=37）和第二学期（C2：n=33）的 70 名学生分别作为对照组，2021 学年第一学期的 40 名学生作为实验组（I1：n=20 和 I2：n=20）。实验组学生通过安卓应用接受与 NSC 相关的 MBE，而对照组学生则不接受任何与 NSC 相关的 MBE。采用考温护士自我概念问卷评估 NSC。在定性阶段，从实验组中随机选择 6 名学生，通过面对面半结构化访谈进行访谈。此外，还与实验组的 6 人和 5 人小组进行了两次焦点小组讨论。
虽然 C1 组 NSC 及其维度的平均分没有显著变化，但 E1 组的后测平均分显著高于前测值（p<0.05），除护理维度外（p=0.586）。此外，除护理维度外（p>0.05），E1 和 E2 组的 NSC 及其其他维度的后测平均分均显著高于 C1 和 C2 组（p<0.05）。对定性数据的分析产生了一个主题，即多维成长和发展，有三个主要类别，即应对策略的发展、了解专业化策略和管理潜力的发展。
与 NSC 相关的 MBE 可有效提高护理学生的 NSC。
